learning_theories:experiential_learning
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learning_theories:experiential_learning [2011/04/01 13:59] jpetrovic [What is experiential learning?] |
learning_theories:experiential_learning [2011/04/01 15:01] jpetrovic [Criticisms] |
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| ===== What is experiential learning? ===== | ===== What is experiential learning? ===== | ||
| - | In his influential book "[[http://www.amazon.co.uk/Experiential-Learning-Experience-Source-Development/dp/0132952610#reader_0132952610|Experiential Learning: Experience As The Source Of Learning And Development]]" (1984) Kolb describes learning as "//the process whereby **knowledge is created through the transformation of experience**//". In order to be effective, learning should therefore incorporate following **four stages**: | + | In his influential book "[[http://www.amazon.co.uk/Experiential-Learning-Experience-Source-Development/dp/0132952610#reader_0132952610|Experiential Learning: Experience As The Source Of Learning And Development]]" (1984) Kolb describes learning as "//the process whereby **knowledge is created through the transformation of experience**//". Kolb suggests two opposite modes of getting experience: |
| - | * Concrete experience (CE) - practical experiencing through doing | + | * **concrete experience** or **CE** (**feeling** through practical experiencing), |
| - | * Reflective observation (RO) - actively **observing** experience and its outcomes | + | * **abstract conceptualization** or **AC** (concluding and **thinking** about the experience), |
| - | * Abstract conceptualization (AC) - concluding and **thinking** about the experience | + | |
| - | * Active experimentation (AE) - planing on how to test a new model or theory | + | |
| - | Mentioned **stages follow one after another** forming a circle as they were introduced above, yet the process of **learning can begin in any of them**. Still, every learner develops strengths in some of mentioned stages more than in others and learn better in those conditions, what results in four **learning styles** identified also by Kolb: | + | and two opposite modes of transforming that experience to knowledge: |
| - | * **Assimilator** - Prefers **abstract conceptualizations** and theoretical models, requires time to think through. Values **logical validity** more than practical applications. | + | * **reflective observation** or **RO** (actively **observing** experience and its outcomes), |
| - | * **Converger** - Prefers **practical applications** of concepts and theories he learns and like experimenting. They are often good problem solvers and like dealing with technical issues. | + | * **active experimentation** or **AE** (planing on how to test something and finally **doing**). |
| - | * **Accommodator** - Prefers **practical experiences** and acting more according to the feeling than based on logical analysis. | + | |
| - | * **Diverger** - Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. According to Kolb et al.(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]])) research has shown this kind of people are often **imaginative** and emotional, and often specialize in **arts**. | + | All of these components together form a circle of learning in which they follow one after another: CE->RO->AC->AE->CE->... The very process of **learning can begin in any of them**. Still, every learner develops strengths in some of mentioned modes more than in others and learn better under those conditions, which results in four different **learning styles** identified also by Kolb: |
| + | |||
| + | * **Assimilator** - Strong in and RO components. Prefers **abstract conceptualizations** and theoretical models, requires time to think through. Values **logical validity** more than practical applications. | ||
| + | * **Converger** - Strong in AC and AE components. Prefers **practical applications** of concepts and theories he learns and like experimenting. They are often good problem solvers and like dealing with technical issues. | ||
| + | * **Accommodator** - Strong in CE and AE components. Prefers **practical experiences** and acting more according to the feeling than based on logical analysis or theoretical aspects. | ||
| + | * **Diverger** - Strong in CE and RO modes. Prefers **learning through observing** and **collecting information**, good at viewing concrete situations from different points of view. According to Kolb et al.(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]])) research has shown this kind of people are often **imaginative** and emotional, and often specialize in **arts**. | ||
| Kolb and other researchers(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, D A. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212. 2005.]])) later improved the resolution of the learning styles grid from 2x2 to 3x3 by introducing five new learning styles, that offered a refinement of the four Kolb's styles: | Kolb and other researchers(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, D A. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212. 2005.]])) later improved the resolution of the learning styles grid from 2x2 to 3x3 by introducing five new learning styles, that offered a refinement of the four Kolb's styles: | ||
| - | * Northerner | + | * **Northerner** - Strong in CE and balanced in AE and RO modes. Has a capacity for deep involvement and learns through experimenting, but has problems with conceptualizations. |
| - | * Westerner | + | * **Westerner** - Strong in AE and balanced in CE and AC modes. Has great action skills and possibilities for thinking and conceptualizing, but problems with analyzing past experience. |
| - | * Easterner | + | * **Easterner** - Strong in RO and balanced in CE and AC modes. Has great observation and reflection skills as well as learning from concrete experience, but problems with putting his plans into action. |
| - | * Southerner | + | * **Southerner** - Strong in AC and balanced in AE and RO modes. Has great conceptualization skills, but little use of practical experiences. |
| - | * Balancing | + | * **Balancing** - Evenly balancing both modes of acquiring experience and both modes of transforming that experience into knowledge. |
| [[http://www.businessballs.com/kolblearningstyles.htm|{{:images:kolb.jpg?590x500 |Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]][[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|{{:images:kolb9.jpg?500x500|The new 9 learning styles. Notice how the old learning styles now form the corners of the rectangle. Image borrowed from: Kolb, D A. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Click on the picture to follow the link.}}]] | [[http://www.businessballs.com/kolblearningstyles.htm|{{:images:kolb.jpg?590x500 |Kolb's original four learning styles and stages. Image borrowed from: http://www.businessballs.com/... Click on the picture to follow the link.}}]][[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|{{:images:kolb9.jpg?500x500|The new 9 learning styles. Notice how the old learning styles now form the corners of the rectangle. Image borrowed from: Kolb, D A. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Click on the picture to follow the link.}}]] | ||
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| * **Divergers** - prefer **watching**, **collecting information**, **working in groups** and brainstorm instead of having practical experience. | * **Divergers** - prefer **watching**, **collecting information**, **working in groups** and brainstorm instead of having practical experience. | ||
| - | Kolb's theory was applied in a number of studies on topics that include education, computer and information science, psychology, management, medicine, nursing, accounting and law(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]])). | + | Kolb's theory was applied in a number of studies on topics that include education, computer and information science, psychology, management, medicine, nursing, accounting and law(([[http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf|Kolb, D. A, R. E Boyatzis, and C. Mainemelis. Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles. The educational psychology series: 227–247. 2001.]]))(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.127.6489&rep=rep1&type=pdf|Kolb, D A. Learning Styles and Learning Spaces : Enhancing Experiential Learning in Higher Education. Academy of Management Learning Education 4, no. 2: 193-212. 2005.]])). |
| ===== Criticisms ===== | ===== Criticisms ===== | ||
learning_theories/experiential_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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